Expanding Your Influence
By Steve Katz


Leading change in your school is usually a very challenging endeavor. Building relationships with colleagues is a great way start, but these relationships will only take you so far when starting a new program. Even though you are doing great work, but the message might not spread the way you hoped it would. There may be some resistance to the changes you are leading. Come to this session with an idea or a program you would like to see grow, and we will begin to work with some proven strategies to help expand your influence, and reach your target audience.

Network Leadership
By Cameron Paterson


Harvard Professor Richard Elmore claims that, “The future of schools lies in networks rather than hierarchies, in lateral rather than vertical organisations. Networks cannot be managed the same way that hierarchies are managed. Social networking is a different way of organising.” Traditional organisations tend to have an inflexible hierarchy and top-down leadership. However, more nimble, network-like structures are the key to succeeding in the face of today’s fast-moving, volatile environment and helping schools move on from the linearity of education’s outdated practices and processes. Leaders who possess the capacity to initiate and maintain boundary-spanning relationships (Dawson, Tan, McWilliam, 2011), have greater creative capability than those with a more insular network structure. The future of learning lies in networks, and networks require a new form of leadership, prioritising peer to peer relationships to build creative capacity.

An Ethic of Contribution: Leading Schools
Where Students Create Work that Matters
By Melissa Daniels


In this workshop, participants will examine models of authentic project work and explore ways to support teachers in designing meaningful project-based learning experiences for students.

Contemporary Learning
By John Burns


It’s an exciting time to be involved in teaching and learning. Innovative schooling models and programs are sparking everywhere, and the lines between home, school, community and industry are blurring. We’re seeing universities creating new admissions pathways, employers ditching degree and score requirements, and learners bypassing further education to implement their own entrepreneurial initiatives. So how do we best prepare our students to excel in such a dynamic landscape? This workshop will equip educators with an understanding of contemporary teaching and learning practices that best meet the needs of our learners.

Embracing Social Media to Tell Your School’s Story
By Howard Stribbel


Your school is already being discussed on social media. Are you the one telling the story? Social media does not need to be the dangerous dark alley that we it might be. Social media allows schools (including small ones with little or no communications budget) to share their story with the world. Handled appropriately, it can help shape the public perception of your school, provide a platform for teacher professional networking and reinforce your school’s values and unique identity. @TISMacao has successfully used Facebook, Twitter and Instagram to accomplish these and we would be happy to share our story with you.

CIS Hangzhou Innovation Journey
By Richard Pratt


Beneath the surface of the range of imperatives demanded of 21st Century learning is a fundamental imperative: the need to live and work together better than we do. And yet our systems, and many of the proposed reforms to our systems, still work on the basis of education as being a process undergone by individuals, growing autonomously and striving for an elusive quality called ‘independence’. We advocate personalised and individualised learning for an increasingly interpersonal and interdependent world. We need to turn our thinking around. Drawing on experience at the innovative project of Hangzhou CIS this talk questions much of what we do in schools while seeking to offer an optimistic alternative.

Into the Future with the Futures Academy
By Stacey Stephens


In 2012, the International School of Beijing launched an idea; create a grade seven program focused on a full project-based learning delivery model where teachers, were called facilitators and student were in a self contained environment. Inspired by High Tech High and with a focus on our home, China, the first seventh grade class of 24 students started in 2014-2015. Three years into the program, we have grown from grade seven to next year grade ten. The program involves over 100 students. The model has evolved over time, we have incorporated advanced levels of personalized learning, design models and experiences, capstone projects and more. And of course along the way we have learned valuable lessons, made tough choices and seen powerful student learning. We will explore the models we have created for our middle and high schools and dig into the challenges and rewards of this work in our international context.

Innovative Schools:
How to grow weirdos on a mission

By Jamie Steckart


We all talk about how innovation and creativity are important for the next phase of education. How do you create a climate where innovation, the manifestation of creativity flourishes? Where you develop, attract, and retain the creative minds in a faculty that truly transforms the traditional classroom into a place of learning for the future. This is a collaborative workshop. Participants will walk away with a specific method for facilitating a group of educators or students in designing their own educational pathway anchored by learning targets but unfettered by convention. A fresh look at teaching and learning. ”

How We Do What WE Do
By Glenn Chickering


How we do what we do and how you can do it too. Enjoy learning the story behind the Bali Green School and an introduction to our learning program where we focus on authentic learning, embedding sustainability and experiential education with real-world connections

Innovation and Impact:
Effective Professional Learning

By Teresa Tung


Workshops, conferences, symposiums, in service education days, PLCs, consultants, online learning … all told, a typical educator spends 68 hours annually on professional learning activities. How do these hours translate into promoting innovation for teachers and leaders and impact on student learning? Fundamental to school leadership is our ability to support and lead effective professional learning for teachers. By examining several approaches to professional learning, ranging from collaborative networks to innovative workshop development and diffusion a learning-focused professional growth model within NIST International School, we will unpack the key features of quality professional learning and consider how to apply them to different contexts.

Changing Education from the Inside Out
By Tim Stuart


Join us as we discuss the journey with the educators from Singapore American School, showcasing the motivations, extensive research, and challenges to transforming the education system.

A Culture of Innovation
By Jadis Blurton


The myth is that if we simply allow for innovation, it happens.  People are naturally creative, right?  So if we simply remove constraints, teachers and students will gleefully reveal their creative inner selves and parents will delight to see new ideas in action.  And yet, many schools trying this approach find that it results in either chaos or stagnation, with confused children, frustrated teachers and angry parents. Creating a culture of innovation requires much more than “benign neglect.”  It requires a purposeful team approach that includes all stakeholders, one that assigns resources, processes and priorities to both short-term and long-term goals that are clear and that promote innovative practices.

Innovation does not occur in a vacuum.  An innovative individual is someone who identifies a challenge and reacts to it with a new and productive solution.  In that two-part definition, the first part is to identify challenges.  That means that within an innovative community of students, teachers and parents, people are taught and encouraged to define a challenge – a job to be done or problem to be solved.   It is one thing to solve a problem that has been handed you by a teacher (or, in a teacher’s case, by an administrator).  People do that every day, and life does give us plenty of problems to solve that we haven’t previously identified or chosen.  But innovation is much more likely if we are involved in authentic production – authentically trying to solve a problem that we have identified and defined in a way that provides an authentic solution.  Whether that is finding a solution to monitoring ocean plastic, building an elegant low-cost solution for public housing, or figuring out how to “code-shift” when talking to people who think differently than you, the innovative results typically stem from a desire to do something that is real.  When an entire community is involved with finding new problems and attempting to solve them, each attempt is an invitation to others to join the effort.  No idea is a “failure” because it is a step on the road to solution.  If the community’s culture encourages finding problems, not just answers, then the multitude of innovative solutions explodes into areas not even imagined by those who might be planning the curriculum.

Innovation – like freedom – is messy and difficult, and an innovative community is not one that everyone is comfortable with.  Sometimes innovation is hard to control or predict.  Sometimes innovation is frustrating, and not every innovative idea is an improvement.  Sometimes one person’s innovation means that others must adjust.  And yet a culture of innovation inspires and excites, inviting and compelling each person within it to focus on improvement not just of that person but of the community and the world.

Entrepreneurship Education: A Disruptive Model for 21st Century Teaching and Learning
By Doris Korda


How do we teach so that students are truly prepared to thrive in their changed world? In Hawken’s Entrepreneurial Studies program, students master 21st skills and gain deep knowledge as they solve problems supplied by real businesses. Hundreds of educators have been trained on the method to develop their own successful programs. Learn about this radically different, rigorous academic model that has been implemented by almost 200 educators in entrepreneurship and interdisciplinary courses that are revolutionizing their school programs. This program was the academic origin of Hawken’s work to develop the Mastery Transcript Consortium, a group of schools committed to creating a transcript that will transform high school.

Restructure School Wide Initiatives to Effectively Lead Improvement, Innovation and Change in Digital Schools
By Tamara Sullivan


“Recent years have brought a crescendo of support for today’s schools to facilitate the development of new skillsets and mindsets that will enable students to thrive amidst the changes and challenges of the 21st Century.

While some schools embrace and lead the adoption of future focussed pedagogies and improved learning through technology, others struggle to achieve any real traction in the classroom.

As educators, how can we best restructure school wide initiatives to effectively lead improvement, innovation and change in digital schools?

Leadership makes the difference.

The session will discuss strategies to break down silos in schools in order to create an innovative culture, and improve student, teacher and community outcomes. Drawing on the initiatives the College has implemented, this session will provide participants with practical techniques and strategies for developing, and sustaining innovations in their schools.

Session Outcomes

Delegates will:

· Examine key attributes of an innovative culture
· Explore school wide initiatives to overcome barriers to innovation and technology through shared leadership
· Examine practical strategies for scaling initiatives, such as STEM, digital technologies, entrepreneurship and approaches to 21st Century teaching and learning
· Explore strategies for differentiating professional development to meet the diverse needs of all learners

The World’s Best School
By Lene Jensby Lange


If you had completely free hands, how would you re-imagine school? How would you create a school where students can truly connect with their learning, making learning enjoyable and irresistible? A school which would be truly inspiring and world class? A rare dream but none-the-less this was what the Danish educational consultancy Autens was commissioned to do for the Copenhagen private school Carolineskolen with the support of a generous sponsor. With co-creation and disruption at the heart of their practice, Autens set out to lead a global co-creation process, drawing on the expertise and experience of their extensive network of innovative educators and schools in Denmark and across the globe to build the future concept for Carolineskolen. Autens is now leading the transformation of the school in collaboration with the new leadership team over the next couple of years, taking a pretty ordinary private school – with a truly amazing staff – and hopefully skyrocketing them into an inspiring world-class school in a few years time.

Beyond AP – Applied Learning at Concordia
By Anne Love


One of the ways in which Concordia is special is that it offers 11th and 12th grade students a variety of applied learning courses that are patterned on courses normally only available in higher education settings. Applied Learning courses at Concordia encourage academic vitality by asking students to identify and deepen their passions, while building unique connections between their academic studies and real-world endeavours. In this workshop, we will share how the courses were created, how student learning has been impacted, and our vision for next steps.

Admin, WTF? (Where’s the fun…?)
By Liz Cho


Session Info:

“Don’t do as I do; do as I say.” I strongly, adamantly find this statement to be unacceptable.
As coaches we expect our students to run faster, climb higher, keep up stamina far better than we do by showing them the proper techniques; as teachers, we expect our students to not bore the audience, share engagingly, ask the “So What?” in everything that they do by modeling how it’s done. Good coaches and teachers do.

Let’s pause and reflect: do we do that as administrators? What do we do with inspired and excited teachers when they come back from empowering conferences with big ideas? How do we keep the momentum going and not drown in what we have undoubtedly been victims of: the traditional way of doing things just because that’s how things were always done?

Come explore ways to find a balance between what we know is awesome and what we feel we must do in the current structure of education that places emphasis on the prestige of traditional programs. Let’s try to do what makes sense, empowering our teachers to run faster, climb higher and not lose steam… and most importantly, do it alongside them.

Experience the innovative ways the new leadership team at GSIS uses to get school-wide goals pushed out to the whole staff in 5 minutes, allure 98% of our staff to fill out surveys designed to gain data workable for improving our systems and so much more, while keeping meetings relevant and meaningful. #truestory #letshavefun

About Gyeonggi Suwon International School(GSIS):

GSIS has just celebrated its 10-year anniversary. A full PYP, MYP and DP school, GSIS is a PK- G12 institution of 500 students. With the beautiful Yeong Heung Forest as its backyard, the school is nestled 20km south of Seoul’s city limits. The Assistant Head of School in his second year at GSIS has put together the current leadership team consisting of administrators new to GSIS in 2016. In its first year, the team has begun to increase the school’s visibility with #KnightsROK. In addition, the team has been dedicated to innovative approaches to professional development and teacher empowerment, growing a culture of unity and pride.

Representing GSIS:

Elizabeth (Liz) Cho has been an educator for 13 years. She is currently the Director of Curriculum GSIS. She is passionate about empowering teachers to see themselves as leaders, and she is an avid believer in the power of servant leadership. Don’t worry, this doesn’t mean she is servile – she’s a “tiny dynamo” as described by her former colleagues. She also runs, silks, hoops and has a horrible sense of direction; anything else academic and professional about Liz can be found on her webpage at, and she tweets as @cho_liz.
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